PLANEJAMENTO EDUCACIONAL INDIVIDUALIZADO: DESAFIOS E AVANÇOS NAS PRÁTICAS COLABORATIVAS DE ENSINO

This article is the result of a research on Individualized Educational Planning (PEI) and collaborative practices developed at the School Professor Licurgo de Oliveira Bastos in Campo Grande, Mato Grosso do Sul. The development of the studied topics has involved the PEI, as it is an individual instrument that intermediates the students' learning, allowing a systematic evaluation of the teaching. The purpose of this study is to present an analysis of the creation and applicability of the PEI for students with intellectual disabilities, inserted in ordinary education. The data collection methodology took place via a documentary study with an in-depth look at the laws that regulate the actions on the PEI in Special Education. The studies have their theoretical basements centered, among others, in the following authors: Valadão (2018); Baptista (2013); Pletsch; Glat (2013); Vianna (2011); Peroni (2014). According to the studies, the preparation and applicability of the PEI have always been carried out for Special Education students in the school under analysis, however, the understanding about collaborative work in the implementation of the PEI is still lacking. Thus, it is corroborated that the pedagogical practices of teachers in individualized planning are still far from the real meaning established by the documents that regulate Special Education. Even so, the conclusion of the present study is that the PEI is an important pedagogical resource for Special Education; considering this educational instrument as a starting point, there are possible ways to be followed, enabling the teacher to use it in several ways, making his/her pedagogical practices more inclusive.